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Educator Bias and Disproportionate Discipline

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Educator Bias and Disproportionate Discipline

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“Cathy (Black) indicated that at her school she has seen Caucasian students receive in school suspensions (ISS) in cases where African American students have received out of school suspensions for the same types of behaviors.” p. 28

“Quite often when individuals from different cultures interact, misunderstandings occur due to the lack of understanding of differences in cultures.” p. 31

“Donna (White) indicated that she feels like “Students of Color are disciplined more harshly, because they are viewed as being angry.” p. 33

“Several interviewees made comments revealing the common racist belief that Students of Color and students living in poverty have parents that do not really value education.” p. 35

Adams, W. R. (2019). Educator Bias and Disproportionate Discipline. ProQuest Dissertations & Theses.

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The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences

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The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences

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“Their experiences with sexual harassment, violence, and excessive disciplinary action are predicated on White supremacist desires to exercise “social control over black girls’ bodies and actions.”

“School discipline has been used as an instrument for spirit-murdering Black girls, and it is the intentional death of the Black spirit that can result in a lifelong imprisonment of the mind and soul even when there are no visual bars present.”

“Whiteness carries with it the privilege of being perceived as innocent despite overwhelming evidence that signals otherwise.”

“Black girls are held to unrealistic and impossible standards predicated on notions of whiteness and perfection in which they cannot manifest by virtue of existing in a Black girl body.”

Andrews, D. J. C., Brown, T., Castro, E., & Id-Deen, E. (2019). The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences. American Educational Research Journal, 56(6), 2531–2572. https://doi.org/10.3102/0002831219849392

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Bad Boys: Public Schools in the Making of Black Masculinity

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Bad Boys: Public Schools in the Making of Black Masculinity

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“African American boys who are doubly displaced: as black children, they are not seen as childlike but adultified; as black males, they are denied the masculine dispensation constituting white males as being “naturally naughty” and are discerned as willfully bad.” p. 80

“In the early decades of this century, representations of black children as pickaninnies depicted them as verminlike, voracious, dirty, grinning, animal-like savages. They were also depicted as the laugh-provoking butt of aggressive, predatory behavior; natural victims, therefore victimizable.” pp. 81-82

“Black girls were encouraged in stereotypical female adult roles that stress service and nurture, while white girls were encouraged to press toward high academic achievement.” p. 84

Ferguson, A. A. (2000). Bad boys : public schools in the making of black masculinity / Ann Arnett Ferguson. (1st pbk. ed.). University of Michigan Press. https://doi.org/10.3998/mpub.16801

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Disturbing Inequities: Exploring the Relationship Between Racial Disparities in Special Education Identification and Discipline

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Disturbing Inequities: Exploring the Relationship Between Racial Disparities in Special Education Identification and Discipline

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“Black students with disabilities constituted 19% of all students with disabilities, yet they represented 50% of students with disabilities in correctional institutions.” pp. 1-2

“The disparate discipline rates for Blacks with disabilities are exacerbated by the disparate identification rates in at least two categories, ED (emotional disturbance) and SLD (specific learning disabilities), where Blacks are overidentified in comparison to Whites.” p. 16

Losen, D., Hodson, C., Ee, J., & Martinez, T. (2015). Disturbing Inequities: Exploring the Relationship Between Racial Disparities in Special Education Identification and Discipline. The Journal of Applied Research on Children, 5(2). https://doi.org/10.58464/2155-5834.1224

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Bullying and Zero-Tolerance Policies: The School to Prison Pipeline

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Bullying and Zero-Tolerance Policies: The School to Prison Pipeline

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“It’s a pipeline that consumes some students more than others; students of color and disabled students are being suspended, expelled, and sent into the justice system at much higher rates than their white, nondisabled counterparts.” p. 9

“The critical shortage of Black teachers in general and the particularly acute shortage of Black male teachers in particular contribute to the problem of cultural insensitivity and the substitution of zero-tolerance policies for stricter classroom discipline.” p. 11

“Research consistently indicates that schools with minority students are more likely to enforce more strictly harsher, zero-tolerance policies.” p. 13

“The problem of “cultural insensitivity” exacerbated by the shortage of racial minority teachers can only be resolved by reforms in teacher education that strike down barriers such as the Praxis exams and replaces them with programs of aggressive recruitment, retention, and compensatory educational skills development.” p. 21

Berlowitz, M. J., Frye, R., & Jette, K. M. (2017). Bullying and Zero-Tolerance Policies: The School to Prison Pipeline. Multicultural Learning and Teaching, 12(1), 7–25. https://doi.org/10.1515/mlt-2014-0004

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Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline

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Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline

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“To dismantle the pipeline, there needs to be an awareness that school discipline, juvenile justice referrals, and the disparities in academic achievement outcomes for racial minorities are all connected.” p. 171

“Changing practices within schools so that vulnerable and traumatized children are better understood and more compassionately served is a goal shared by many school professionals, yet schools remain poorly equipped to address the needs of these children.” p. 173

“A critical race lens suggested that the notions of colorblindness, neutrality, and meritocracy do not address White privilege and power and, therefore, do not effectively prepare White teachers to educate diverse youths.” p. 174

“School suspensions and other exclusionary discipline may cause retraumatization and increase behavioral issues, particularly for students of color who are already experiencing trauma at increased rates outside of school.” p. 177

Dutil, S. (2020). Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline. Children & Schools, 42(3), 171–178. https://doi.org/10.1093/cs/cdaa016

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The School to Prison Pipeline: The Role of Culture and Discipline in School

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The School to Prison Pipeline: The Role of Culture and Discipline in School

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“Social justice leaders should not only implement culturally responsive practice, but also deconstruct the falsely scientiﬁc medicalizing discourses embedded in conventional PBIS practices.” p. 33

“Faculty and school leaders need to understand the ubiquitous aspect of racism and learn how to explicitly address it when it occurs on or off school grounds.” p. 198

“Eliminate the zero tolerance policy and other school/district policies that create a punitive school environment (which is more likely to be applied to those who have endured discrimination) and create stronger links between schools and prisons.” p. 198

“Include classes in Mexican American and African American culture and everyday communication practices in teacher education curricula and in teacher development workshops, which can help disrupt deﬁcit stereotypes.” p. 198

“Colleges of Education need to begin offering scholarships to Black and Chicano men to become teachers. With more Black and Chicano male teachers within schools at all levels, Black male students are more likely to develop a sense of belonging and possibility of their own.” p. 198

“Respect and listen to students, especially those who struggle with school culture. Encourage, respect, and care about all the students whom one sees on a regular basis.” p. 198

“Implement teaching and discipline policies that are culturally responsive to students and the backgrounds with which they arrive at schools.” p. 199

“Schools must begin to recognize deﬁcit discourses that pathologize students and communities, which ultimately lead to marginalization, poor school performance, and deviant behavior.” p. 200

“School staff should focus on cultural responsiveness and antibias in their practices.” p. 201

“Combat the discourses that construct Black, Brown, and lower income boys as deviant. Construct counter discourses that construct Black, Brown, and lower income boys through positive lenses of possibility.” p. 204

Okilwa, N. S., Khalifa, M., & Briscode, F. M. (Eds.). (2017). The school to prison pipeline : the role of culture and discipline in school / edited by Nathern S. Okilwa, Muhammad Khalifa, Felicia M. Briscode. (1st ed.). Emerald Publishing.